Rutg ers – T he Stat e Univ ersit y
Departm ent of Psycholog y, Facult y of Arts & Sciences
Course Title:
Internship & Seminar in Applied, School, & Community Psychology ––
Spring 2007
Course No.:
Place:
830:493, 494
Meeting Times: Mon. 5:00–7:30 p.m. & by arrangement
Tillett Hall, Livingston Campus, Room 127
Coordinator:
Dr. M. Elias
Topical Outline
Date
Topic
1/22
Introduction, Entry, & Requirements
1/29
Understanding Your Placement
Settings & Your Role as Interns
Assignment Due
Stages of Fieldwork;
Lauffer Intro. & Ch. 1,2;
Read Ethical Principles
& Submit Applied Reading #1 on
Ethics;
Hope pp.1-33; Submit Letter of
Confirmation; Submit
Learning Goals Report
2/5
Initial Client & Staff Contacts;
Lauffer Ch. 3, 4, 5; Turner &
Hersen; Hope pp. 43-68;
Applied Reading #2
2/12
Pick Up Feedback on Assignments
E-mail Check In; Email Applied
Reading #3 on Hope pp. 69-138
2/19
Gathering Information:
Multilevel Assessment of
Individuals & Organizations;
Organizational Assessment
Assignment
Therapeutic Components articles
Applied Reading #4;
Lauffer Ch. 7;
2/26
Pick Up Feedback on Assignments
E-mail Check In
3/5
Individuals, Families, &
Organizations in Crisis;
Work Sample Assignment
Applied Reading #5; Lauffer Ch.6,9;
Submit Learning Goals Progress
Report
3/19
Preparation for Presentations
Submit Organizational Assessment;
Have Supervisors Complete
Evaluations; Submit Self–Evaluation
3/26
Creating Change in Persons & Settings
Initial Student Presentations
Crossover Assignment
4/2
No class- Passover Observance
Email Check In
4/9
Student Presentations
Learning Goals Progress
Report
4/16
Student Presentations;
Preparation for Completion in Settings
Endings and Transitions
4/23
Student Presentations
Reread Stages of Fieldwork
Course Evaluation
4/30
Completion
Submit Summary Reflections;
Submit Supervisor & Self Evaluation
Forms; Obtain Letter of Completion;
Submit Crossover Readings and
Interview Summary
NOTE:
Any course work turned into the instructor's INTERNSHIP mail box (in the departmental
office) MUST be initialed and dated by one of the departmental secretaries in Tillett
Hall, Livingston Campus. Staff office hours are 8:30–4:30, closed 12-1 for lunch.
Academic Expectations:
1.Seminar Performance: Students are expected to attend all scheduled seminars at the
University. If you cannot attend, you must call in advance, as well as follow up on
what was missed by getting notes from a classmate. Students are expected to come to
class having reviewed their written journals, completed the assigned readings, and
prepared to hand in written assignments. It is expected that students will ask
questions of each other and the Coordinator and share their experiences at their
placement settings. Presentation of one's work sample and reactions to others'
presentations will be particularly important.
% of course grade = 25%
2.Placement Performance: Students will be evaluated by their on–site supervisors twice
during the semester. The Final Evaluation Form (with students' comments), students'
self–evaluation of performance at the setting and of progress made on learning goals,
and input to me from staff at the placement setting will comprise criteria for
measuring placement performances.
% of course grade = 60%
3.Summary Paper: This paper will integrate
areas, including (a) academic knowledge;
personal & professional competence. The
of the setting & the relationship of the
% of course grade = 15%
students' experiences and growth in several
(b) application of techniques; and (c)
paper should also reflect one's understanding
setting to the wider community.
Required Text:
1.Lauffer, A. & Associates. (1984). Understanding your social agency (2nd ed.).
Beverly Hills, CA: SAGE.
2.Brendtro, L., Brokenleg, M., & Van Bockern, S. (2002). Reclaiming youth at risk:
hope for the future (Rev.Ed.). Bloomington, IN: National Education Service.
Our
Required Reading:
1.Frank, J. (1982). Therapeutic components shared by all psychotherapies. In J.H. Harvey
& M.M. Parks (Eds.), Psychotherapy research and behavior change. Washington, DC:
American Psychological Association.
2.Suelzle, M., & Borzak, L. (1981). Stages of fieldwork.
study. Beverly Hills, CA.: SAGE.
In L. Borzak (Ed.), Field
3.Ethical Principles of Psychologists (2003 revision).
4.Shulman, L. (1984).
and groups.
Endings & transitions.
Chapter 5 in Skills of helping individuals
5.Other readings and web readings, as determined by interest, placement setting, and
availability.